xt7wh7081239 https://exploreuk.uky.edu/dips/xt7wh7081239/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1941-06 bulletins  English Frankford, Ky. : Dept. of Education  This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "The Improvement of Instruction: Questions for Teachers", vol. IX, no. 4, June 1941 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "The Improvement of Instruction: Questions for Teachers", vol. IX, no. 4, June 1941 1941 1941-06 2022 true xt7wh7081239 section xt7wh7081239    

”@mtn-T 22 rel???
‘ ’f‘ ‘\..
LIBR /4 P 2 V5

:2
O «Gommignwegllth of Kentucky 0

c (RSINAL BULLETIN

   
 

THE IMPROVEMENT OF
INSTRUCTION

Questions for Teachers

 

Published by

DEPARTMENT OF EDUCATION
JOHN W. BROOKER
Superintendent of Public Instruction

 

—

ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

‘Vol. IX o June, 1941 o

 

No. 4

 

    

FOREWORD

This bulletin has been prepared for the use ol' school administra-
tors and teachers in connection with the state’s program emphasizing
the Improvement of Instruction in the schools of the t‘ommonvvealtli.
It is intended primarily for classroom teachers and should be of
especial help to the rural school teachers of the state.

Kentucky school teachers as a group are sincere. loyal, con-
scientious. public servants and are devoted to their duties as they see
them. They work in accordance with the ideals which they have
developed. If a school teacher has a clean room. a convenient seating
arrangement for the pupils, a varied program and a ready response
from her pupils, it is because she has ideals calling for such a desirable
classroom situation and the means of bringing it about.

If this be true the best part ot' school supervision is that of help-
ing teachers arrive at a, better umlerstandiug of their opportunities
for service and to set ever higher yet readily attainable goals. Every
thing in the school is susceptible of great improvement and every
pupil has almost unlimited possibilities. The good sehool teacher
visualizes these possibilities and ever seeks to develop them into
realities.

The best use-0f this bulletin will not consist: ol’ merely reading
it tlurough, but ‘ather of thoughtful appraisal by teachers ot‘ their
own school situation in relation to the entire field of school service in
the community. As this bulletin is studied by teachers, it should
suggest leads and an outline for a state—wide study of conditions and

services and, furthermore, it should suggest topics or materials for 1

faculty meetings and other forms of cooperative study and super-
vision.

This bulletin was prepared by Mr. L. N. Taylor, of the Division
of School Supervision of this Department, and vas studied carefiill,"

by other members of the Department. I commend this bulletin to the ;
school teachers of Kentucky for careful use in connection with tllell‘

respective classroom situations.

JouN \V. BROOKE]:
Swprriutende'nl of Public Instruction

 
 
 
 
 
 
  
   
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
    
  
 
 

rfimnxAsk

1C
11

905195.0er

10.

11.
12.

  

    

  
    
 
 
  
  
  
  
 
   
 
 
 
 
  
 
 
 
  
 
  
 
  
  
  
  
 
  
 
 
 
  
 
  
 
 
 
 
 
 
 
   

,istr‘a-
sizing
'ealth.
be of

, con-
e_v see
' have
.eating
sponse
sirable

f help-
,unities
Every-
l every
teacher
in into

reading ’
Lil? their ,
rvice in I,

should

ons and ’

:ials for
:1 super-

Division ,
3areffllli' .
in to the 1
Vith their

ction

 

OUR SCHOOL
(This page is to be filled in by the teacher)

1. Its name ..................................................................................................
2, Its address ..............................................................................................
3. Name of district ....................................................................................
‘4. Name of superintendent ........................................................................
5, Name of principal ..................................................................................
6. Number of teachers ................................................................................
7. Pupil membership ..................................................................................
8, Grades in the school ..............................................................................
9. Teacher reporting ..................................................................................
10. Teacher’s address ..................................................................................
11. Grades taught by me ____________________________________________________________________________
12. Membership in my room ......................................................................
FUNCTION OF OUR SCHOOL

1. Is life a continuum of Experience, before birth and after, mental

and physical, awake and asleep? ........................................................
2. Is one’s education the change caused in him by this continuing

experience ”.2 ____________________________________________________________________________________________
3. Should the school direct its pupils’ lives into such experience of

mind and body as Will cause in them the changes then most

desirable? ________________________________________________________________________________________________
4. Is this the main function of the school? ............................................
5. Should the school serve persons other than its pupils? ....................
6. If so, what other persons should on?" school serve? ............................
7. What items of service for them should it provide? ..........................
8. Is service to persons other than our pupils the main function of

the school‘? ..........................................................
9. If not, is it subordinate to its main function, or contributory to it,

or both? _________________________________________________________________________________________________
10. Should the school direct the lives of all its pupils into exactly the

the same experiences of minds and bodies? ........................................
11- If not, Why not? ____________________________________________________________________________________
12. If the curriculum must be varied or adjusted to the life needs of

13.

4 make?

the different pupils, Who should consider What adjustments to
D9 my pupils come to school to getsuch lifeexperience here as
Will help them to be happy and useful in life? And is it for that
purpose that their parents send them to me”! ....................................

121

 

    

    

 
 
    
  
      
      
   

DEVELOPING QUALITIES

Am I as teaeher mmseiously and suwessl'ully helping" eaeh pupil

to be ( l
L," a: ( l
l ( ) 1 Ilappy. ( l
l . ( ) ‘2. (‘onsillerate ol’ others. ( )
il ' ( > *3 ’l‘rutht’ul. ( l
l " ( ) 4. Industrious.
l ( ) 3. Healthy. ‘
l ” ( ) (i. Artistie in his work. 1. T.
l ( ) 7. Apprel-iatiye ‘ 1n
( ) ""8. 2. AL
< > 9. .
< > 10. 3. N
( l 11- i u
.‘ ( ) 12.
l‘ ( ) 13. . E i
1 . ( ) 1-1.
‘ ( ) 15.
( ) 16. l )
( ) 17. ‘ l l
( ) 18. ( )
( ) 19.
. < > 20. 3 l l
l p ( )
l i “ HABITS OF ACTING AND THINKING ‘ l )
ll Am I sueeesst’nlly helping each of my pupils to develop the" ( )
following: intlirated attitudes of mind and habits o‘l’ eomluct '3 l E l
L‘ , ( :l 1. Doing: right rather than wrong. ( l
( fl 2. Cooperating happily with others in play and in work-L ( J
( ) 3. Self control, emotional stability. l ( )
( ) 4. Cleanliness of person. "
( l) 3 Orderliness of work and materials. " ( j
( ) (3. Being: (cheerful.
L ( ) T Being.r always friendly. ( l
l ( ) 8. Doing his work well. ( \
( ) 9, Thinking: honestly. I
* Note—Appraisals are Lo'he entered in eneh parenthesis as follows: i (

0’ for nnsatisl‘m:tory.
1 for fairly satisfartory. (
2 for highly satisl‘m'tory. ,. .
X for any item that does not apply to my school or to my “"0”“ (
** Each teal-her is invited to develop these subjects with further questions~

122

 

  
  
   
   
  
    
  
    
    
   
 
 
 
  
   

   

1 pupil ‘

310p the If

in work.

my Work'
estions-

 

11.

]‘)

1.1.

13.
14.
15.

. Disregarding differences in religion, race, riches7 and

raiment.

THE TEACHER’S BACKGROUND

1. Does not the foregoing indicate fairly well wherein I have the
resources of a good teacher? ________________________________________________________________
Am I capable of being a better teacher than I have been before?

May I not be helped by observing my strong points and my

weak

) 1.
) 2.
) 3.
) 4.
) 5.
) 6.
) 7.
) 8.
) 9.
) 10.
) 11.
) 12.
) 13.
) 14.
) 15.
) 16.
) 17.
) 18.
) . 19.
) 20.

ones i? ______________________________________________________________________________________________

Do I keep myself as well as I can?

Do I have the services of dentist, oculist and other
specialists when they are needed?

Do I avoid hurrying and worrying?

Do I love all of my pupils?

Am I uniformly cheerful with them and considerate
of them?

Do I keep my temper well?

Do I control my voice well“?

Do I appreciate my environment of people and things?
Am I friendly and sincere with all my acquaintances?
Am I free from selfishness and sarcasm?

Am I refined in my speech and conduct?

Do I dress with good taste?

Do I look good?

Do I plan in advance and in detail each lesson assign-
ment and each recitation?

Are theSe plans made in order to develop the pupils
rather than to cover the pages?

Do I make the assignments interesting to the pupils?
Do I recognize individual differences in the class and
avoid discouraging the slow learners?

Do all my pupils like to come to school?

Do I encourage them to do their work really well?

Do I take a good part in the school yard play?

123

    

An] I rated professionally well with the teachers of our

   
  
  
  
 
 
 
 
 
 
 
 
 
  
 
 
 
 
  
 
 
 
 
 
 
 
 
 
 
 
   

county ?

l ( ) 2n. Do I attend college from time to time?
k, " ( ) 23. Do I read liberally? (
l . ( ) 24 Do I travel when I can? " (
( ) 25. Am I versatile in my interests L’ .-
l - ( ) 26. Am I acquainted with social and economic life of my ' (
ll 2 people and with the geography, geology, flora and fauna , (
i i of the area that I serve;Z : (
p ( ) 27. i
n ( ) 28. (
( ) 29. (
, ( ) 30. (
( I
THE PUPIL BACKGROUND ( :
1. Should I have more than a superficial knowledge of each of my ' ( ’
, . ‘ pupils“? .................................................................................................... 3
;, _ V ,4 2. Does one’s everyday experience attect his conduct and character, ( J
i V or do only certain rare experiences? ____________________________________________________
3. Should I know something of the home life of each ’ ( )
4. If so, why? ______________________________________________________________________________________________ ( )
‘ 5. How should in-school experience connect with out—ot-school ( )
l _ experience ‘1’ ____________________________________________________________________________________________ ( )
j 6. How shall I get the desired knowledge of each pupil ’s home life? E i
1 . ____________________________________________________________________________________________________________________
i: 7. Should I make record of it *3 ________________________________________________________________ < )
1z ‘ 8. If so, why? ______________________________________________________________________________________________ j
9. Should I take note of each pupil’s reactions at school, in doors
and out? ____________________________________________________________________________________________________ 1- I
( ) 1. Do I study each pupil, as to his strengths and ‘ :1]
weaknesses ? u
( ) 2. Do I learn as much about him from his conversation and l fl:
conduct as from his school work 2’ . 2. A
l ( ) 3 Do I visit in the home of each? e:
( ) 4. Am I aided by record made by a former teacher? 3. IV
( ) 5 Do I know the chief interests of each pupil i? , j]
3 ( ) '6. Do I know what states of mind he hastl '
1i; ( ) 7. Do I seek to know whether he is happy, and to make ( )
‘ him so‘.2
( ) 8. Do I know his health and physical weaknesses? ( )
( ) 9. Do I know as to the adequacy of his food?

124

   

of my
l fauna

of my ‘

tracter,

r?

to make

 

(

VVVVVVV

. Do I know how each pupil spends his Sundays?

) 11. Do I know of his ability or inability to buy needed
school supplies?

) 12. Am I really in full sympathy with each pupil?

) 13. Do I know church ties and other group relations affect-
ing the pupil?

) 14. Do I know the parents’ plans for the pupil ’s future?

) 15. Do I know each pupil ’s age, weight and height?

) 16. Do I know of each pupil whether he has defects of
vision or of hearing?

) 17. Do I take steps to have physical defects corrected?

) 18. Do we have dental inspection at school?

) 19. Does our school cooperate with the health authorities?

) 20. Do I know of each pupil’s home reading habits?

) 21. Do I know what pupils are too timid?

) 22. Do I know what pupils are wanting in self-confidence
in arithmetic?

) 23. Do I know what pupils are wanting in self-confidence

in reading?

24.

25.

26.

27.

28.

29.

30.

THE COMMUNITY BACKGROUND

What is the community that this school serves? (Is it the region
included in this school administrative unit, the region from which
the pupil membership comes, or the region in which the pupils
will probably live? Is the community an area? Does it have
fixed boundaries?)
Are there educational resources (opportunities for desirable
eXperiences) available in the community? ........................................

. May their use promote pupils’ interest in their home life and

integrate school life with out-of-school life? ....................................

) 1. Have we made a list of community educational
resources?

) 2. Does our list include persons, organizations, natural
conditions, animal life7 plant life, and human industries?

125

  
  
 
  
   
  
 
 
 
 
  
  
 
   
    
 
 
 
   
    
  
   

    

l ‘ < > 4

i i. ( ) 3

l

l? 1'

‘ l l 5

‘. ( l 7
( ) 8
1 < > 0

, _ ( ) 10.

l” ~ ( ) 11.
( ) 12.
( ) 13.

g ( ) 11.

g < > 15

ll

. ( ) 16.

i ( ) 17
( ) 18.
( ) 1.0.
( ) 20.
( ) 21.

ls onr sehool assembling a eommunity museum of rocks,
leaves, woods, inseets. or other things, with proper
elassifieation. description, or history of eaeh.’

Ilave we made proper provision l’or artistie mounting
and safe keeping of these exhibits?

Do we have lessons and pupil reports on produets of the .

neighborhood, sueh as ('OI‘IL eotton, tomatoes, wheat.
coal, apples, and wool .’

Are 1in pupils interested in their plant neighbors and
their animal neighbors!

Can they identify ten eommon trees by their leaves, by
their bark. and by their wood 1’

Have we had a farm wagon or other implement at
sehool for study?

Have we made at school any study ol’ any home
industry ?

Have we had any adult citizen in sehool to relate any ‘

experienee of work, war, or travel“?

Have we used any arty music, or entertainment resources
of the neighbors?

Have we had any farm animal at school for study,
including comparative anatomy 2’

Do we ever take a trip after proper planning: as to just
what is to be observed?

Do we have any report of eonnnunity news ‘?

Do we contact everv orv'anization. sueh as churches}
x 2" ,

Y.M.C.A., YWV. 1A., \V.C.T.U., DAR}. and P.—T.A.‘3
Have we made a roster of names in the eonnnunity, and
studied their origin?

Have we written. a history of the school 3

Have we listed the farms, the places of business and
enterprises of our neighborhood, with some data as i0
the extent of each"?

Have we listed the chief animals of our area?

Are we studying the products of our area ‘1?

Have we listed the games and othe ‘ amusements of 0111‘ 1

people?

    
  
  
 
  
 
 
 
 
 
 
 
  
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
   

A
the (h
C
by snl
a. I?

AAA/\AAAA
\/V\/\/VVVV

((
( l
l )

  

rocks,
proper ;

unting ‘

of the
Wheat,

rs and '
ves, by 1
rent at 1
' home ‘

Lte any ‘

SOHI‘CES

study, p

to just

iurches,
1‘ .A. ‘!

ity, and .

ess and p
;a as to ,

s of oul‘

 

THE ACADEMIC SUBJECTS

Are the regular subjects of study taught purposefully to make

the desired changes in the pupils? ............................................................

Consider what are the results desired from these courses subject

by subject.

a.

Reading.
(a) Is it essential that each pupil learn how to read “'2 ____________________
If so, what things do I do to teach them to read"?

) 1.
) 2.
) 3.
) 4.
) 5.
) 6.
) 7.
) 8.

(b) Is it essential that each pupil love to read? ________________________________
If so, What things do I do to develop that love?

) l. Dramatic reading lessons?

) 2. Provide other reading for each pupil suited to interest

him “I

) 3. Make use of books from the homes of the pupils”?

) 4. '

) 5.

[(3) Is it essential that the pupils have only right reading habits?

If so, what things do I do to get right habits?

) 1. Do I train them in oral reading to read each sentence
smoothly and eit'ectively before undertaking the next?
This means reading sometimes by sentence units instead
of paragraphs.

) 2. Do I watch to see that they understand the meanings in ‘
their oral reading”.2

.) 3. Do I see that they do not read silently with their lips or

fingers ? ,

127

 

 

   

 

(d) Is it essential that they learn to increase their vocabularly ‘

in 1eading 7 ......................................................................................
If so do 1 help them to do these tl1i11gs7
1. To get 111cani11gs from the context and \e1 11\ them 11ithi
the dictionary 7

2. To know the meanings of. common prefixes and endings '

and to discover them in their reading"?

8. To develop the dictionary practice, do I have them »

“make a dictionary” by arranging the words of a
paragraph alphabetically?
Do I have them paraphrase sentences and paragraphs?

Do I teach them to discover (or recognize) the figures of
speech in their reading?

we

Speech and W writing.

1.

1x3

.01

10.

11.

12.

Is it essential to each pupil that he develop the habit of
correct speech and correct writinn'7 ............................................
Is one ’s f01 m of speech governed by habit7... ...
Is one s form of written exp1ession of thougl1tm001e1ned by
habit? ..............................................................................................
Is one’s line of thought a matter of habit, 01' of conscious ‘
thinking 7 ........................................................................................ i
If the form of eXp1 ession, written or spoken, belongs in the

1ealn1 of habit, how 1s the habit formed7 .....................................

Are all habits formed by practice7 ____________________________________________
Where right habits of expression are not formed, will wrong
habits prevail”? ................................................................................
Is the habit of observing right forms necessary in order to g
develop the habit of using right forms? .................................... i
If so, is the use of copying, then of reproducing from
dictation, desirable as introductory to composition in written
work? ______________________________________________________________________________________________
What is the unit of expression of thought, the elementary
sound (letter), the word, the sentence, the paragraph, 01

 

the discourse? _________________________________________________________________________________
If the sentence is the unit of thought and of its expression, 1
should chief attention be given to correct writing 0f i
sentences? ...................................................................................... 1
Can I With two sentences each day assigned fr om the pupil]5
reading and other lessons for copying or dictation (having
him understand the reason for each punctuation mark and I
capital letter.) teach him to observe correct forms when he ‘

 

128

l
1
11
{1‘
of Ian
( 1
( 1
( 1
( 1
( 1
( 1
( 1

 
 
 
  
 
 
 
 
  
 
 
 
 
 
  
 
  
   
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
   

   
  
   
 
 
 
 
  
   
   
 
    
     
 
    
   
   
  
 
 
 
  
  
    
   
  
  
 
 

tbularly

em with
endings

re them
is of a

graphs?
gures of

habit of

rig from
1 written

amentary

mph, 01‘ V

:pression:
’iting of

'e pupll’s

(having ‘

mark and
when he

 

13.

14.

16.

' permit?

reads, to understand the principles of punctuation and
capitalization, and to build the habit of writing his
sentences correctly? ......................................................................
If a pupil is required or permitted to write much each day
that I do not see, is he likely to be building wrong habit?
When I see all that he writes, and require him to rewrite
correctly whatever is wrong, is he building right habit?
Is the habit of correct form in written work more apt to
be formed when the pupil writes but a few sentences each
day, and must do them quite right or do them over correctly,
or when he writes many sentences each day with some
mistakes uncorrected? ..................................................................

Just how much written work is it desirable to require or

To the end that right habits be formed by each pupil in the use
of language (written or spoken), do I do these things?

( )
( )
( )
( )
( )
( )
( )

1. Encourage each pupil to take pride in the correct writ-
ing of sentences?

2. Test them in writing two or three sentences each day,
sentences selected and assigned in their lessons for this
purpose? (Copying in the primary classes, dictation
after they learn to copy correctly, still training in
observing as they read, and involving constructions,
principles of punctuation, and expanding vocabulary as
desired in higher grades.)

3. Teach the grammar of the sentence as intelligence basis
of correct composition of sentences?

4. Encourage pride in the use of agreeable, complimentary
speech, and in the use of a pleasant tone of voice?

5. Encourage pride in correct details and beauty of hand-
writing and of pronunciation of words’.2

6. Encourage pupils to free play of imagination in compo-
sition, and the use of original figures of speech?

7. Am I unwilling for my pupils to stop with knowledge
of correct form (pronunciation, spelling, capitalizing,
handwriting, sentence structure), and do I give them
training to carry on into the habit of writing their
sentences correctly?

129

  

   

AAA/\AA

Do 1 really help each pupil to form the habit ol" correct

sentence writing?
) fl. Do I approach. the written composition of sentences
thru (1st) copying and (2nd) dictation?

) 10. Is the copying continued until it is done about perfectly, ‘
indicating the habit ol' seeing all the points (punctna- ‘

tion. spelling. capitalizing. etc.) as the pupil reads the ‘

sentences .‘

) 1]. Are these points brought to his attention when the}

sentences are assigned, and the reason for each point

considered .’

) 12. Are the sentences generally selected in the day’s lesson *

in reading, geography, language, or some other book?

) 13. Are the sentences selected each day with the points in

mind, so as to build systematically his umlerstanding of
capitalization, the various uses of commas and other

marks, and the grammatical constructions determining
the punctuation?
) 1—l. Do 1 daily in connection with all textbook lessons have

pupils spell orally some of the book terms (words‘

phrases, etc.) in the lesson as a further means of
developing the habit of seeing the spelling as they read,
and thus keeping the spelling vocabulary about even
with the reading vocabulary? (It should be fully up
with the writing vocabulary.)

15.

16.

17.

18.

19.

) 20.

VVVVV

Mathematics.

Is it important that all pupils H1 ink correctly in numbers?.........~ _
Is it important that they compute readily with. figures in the four

fundamental processes ‘2 _______________________________________________________________________ .

Must they understand the uses of arithmetic in the things 0f ‘_
everyday life, in common business transactions, and in the usual ’

employments of the community“ _________________________________________________________ l
) 1. ‘ Do I teach them to think thru the simple operations "

with numbers as well as to know the simple number
facts it
130

   
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
 
 
 
 
  
 
 
  
  
 
  

AhAAAA

(l.

AAAA

  

3 correct ,

entences i

‘erfectly,
punctua-
eads the

when the /
ch point '

"s lesson
book?
joints in
.nding of
nd other

ermining

ions have "
(words,

neans of

hey read, ‘

out even
fully up

1 the four ‘
things of ,
the usual '

aperations

e number

 

Aflflfl

$1: AAAAAA

V
91

x1

10.
11.
12.

VVVVVV

Science.

9?”

Do I draw problems for daily use from things in the
school and in the home “2

Do I teach them to see the number element in the
things about them 2?

Do they learn to judge as to the approximate answer to
their examples as a test of the correctness of the answers
as they compute them?

Do all my pupils develop confidence in their ability in
mathematics 2?

Do they develop logical thinking, artistic solutions, and
speed?

Is it essential to the purpose of teaching science that each pupil
be interested to understand and appreciate the common things
about him“? ..............................................................................................

)1.

) 2.

V
.01

) 7.
) 8.
) 9.
) 10.
) 11

Are my pupils being interested at school in the trees and
how they grow?

Are they being interested in potatoes, tomatoes, corn,
and other food plants, and how they grow?

Are they being interested in the home life of our animal
neighbors “.2 '

Are they instructed and interested in the forces of
nature as they operate on the land and about us?

Are they taught to make experiments as a means of
learning more of the things about them”.2

Are they taught the facts of our dependence upon
environment ”.3

Are they taught What we owe to heredity?

Do they know the great part that water plays in all life?
Do they know how animal life depends upon plant life?
Do they understand how plant life depends upon the
sun?

. Do they know about the variation ofall life, the change

of forms, and that plants are related, as potatoes and
tomatoes?

131

 

   

< >
, < >
i t >
< )
( >
i .
< )
1‘
< >

( ) 12.
‘ ( ) 13.
l A < > 14.
l " ( l 15-
. . _- ( ) 16-
l -, . , -. .l e. Health.

3 ' ' , whole?

9

._4.

3.

CR

Do they understand that sex operates in plant life, that
there are the male and the female in most plants ‘2

Is health of an organism or organization the condition in which
all its members or elements cooperate fully for the good of the

V , a , Is the health of a person the condition in which his mind and his
l . i H body with all of its parts work together for his good7

1.

Are my pupils taught that health is their chief asset?
Do they understand that disease lurks in filth?

Are they taught to keep filth removed from their teeth,
from their hands, and from the exterior and interior of
their bodies?

Is this teaching being put into practice so as to form
health habits?

Do my pupils know that personal health applies to mind
as well as to body, and that filthy thinking undermines
it?

Are my pupils taught safety——safety on the highway, in j
the school, in seating posture, in use of eyes, in avoid- ,

ance of common diseases, in avoidance of evil habits?

Do we develop pride in good health?
In What ways:

(1)
(2)
(3)
(4)
(5)

/\

    
 
  
 
 
  
 
  
 
 
 
 
  
 
  
 
 
 
 
 
  
  

\J

    
   
 
   
 
   
     
 
 
 
    
   
    
   
  
   
 
 
 
 
    
  
  
 

life, that
ts ?

in which
id of the

eir teeth, ‘
iterior of ’

to form .

s to mind ’

.dermines

:hway, in
in avoid-
tabits?

z-x

 

f.

Social Studies.

1. Is the chief reason for geography in our curriculum to give
the pupils place knowledge, or to help them to understand
their environment so they may appreciate it better, enjoy it
more, and contribute to its improvement? ____________________________________

2. Is the chief reason. for history in our curriculum that we may
know the facts of record, or that we may understand the
the peoples of the world and their contributions to our well
being as a basis of appreciation and good will? ..........................

Are these subjects taught with knowledge as the end, or with

human understanding and functioning character as the
end? ................................................................................................

to

Do I use geography to intensify the pupil’s interest in
the immediate locality and knowledge of it and then to
extend that interest and knowledge to more remote
people and places?

Do my pupils know how the topography of the school
ground and nearby areas has been brought about and
what forces are operating 011 it now?

Do my pupils know to what peoples they are indebted
for the various items of the food that they eat and of the
clothes that they wear?

Do my pupils know that their common food plants were
domesticated from “wilt ” or natural life, and what
peoples domesticated them?

Do my pupils understand that our domestic animals are
descended from undomesticated ancestors, and the
significance of domestication of plants and of animals?

Are my pupils taught geography and history with main
attention to contributions made by the various peoples
to our ways and means of life?

Do my pupils understand that wars were not conflicts
between the good people on one side and the bad people
on the other side, but that the wars came from conflict-
ing ideas and the interests around those ideas? (Think
of our early Indian wars as conflicts of the natural
rights of people to their homes vs. the divine right of
Christian kings to charter away the lands of mere
heathen. Think of the 1940 World War as a conflict

133

  

  

AAA/\AAA

AAAA

\_/‘\_/\/vvvv

The

Vvvv

:1: l

9.
TH).
11.
12,
13.

1—}.
15.

between two ideas, the natural rights of people to rule
themselves vs, the right ol’ power to enslave or destroy
them.)

Do l use the materials and personal resources of the
locality in teaching geography and history 7.’

Selma! Premises.

Should not the pupil’s school experience contribute interest

appreciation and happiness to his life?

May not the school premises afford valuable materials of

interest? There are the school room, its furnishings, its

windows and doors, its walls to be decorated, its floor, the

wood with its beautiful g 'ain and irregularities, the aristo.

eratic trees and more humble plants contributing: so much
to so many creatures outside the building, maybe a busy
stream on the ground, and probably an outcrop of the earth’s

hard interior. Then there are the good people in the schools

Here is nature’s million dollar laboratory.

].

to

:q

53?”

Do we use these resources to teach the love of i11-(l00l‘

beauty and art in furnishing and decoration?

Do we use the out—door resources to enrich life with tlr‘

the appreciation of common things (artistic taste) and
the understanding of common things (science).

Do we use school room housekeeping to make for good_

homekeeping and happy home life 1’

Do we use the wealth of human association in the,
school to make for happy human relations in life?

Do we use even the foibles of the weak as a means l0
their strengthening, and as a means of developing tOlt’l"
ance on the part of the strong?

134

Aflx—xfl

flflflflflflfl

i—i

  

le to rule‘ 1
ur destroy

es of the

;e interest,

aterials of
shings, its

; floor, the '
the aristo:

9; so much
he a busy
the earth’s
the school

of indoor '

?
f e with the

taste) and '

e).

:e for gOOd

.ion in the .

1 life?

a means 1“ .
oping toler-

 

AAAAAAA

AAAA

D'lflkw

LIBRARY SERVICE
Is it important that our school have library service? ________________________
Is it very i1np0rtant?...= ________________________________________________________________________

Should this service reach the primary grades? ________________________________

) 1. Do we have library service in our school ‘1’ ~

) 2. It’ a rural school. does our county provide circulating
libraries? '

) 3. Do we have a library corner with books, table and
chairs? ’

) 4. Do we have shelves for our library books?

) 5. Are our library books suit